Date added: 2026-07-21
Architecture that understands ADHD. An interview with Gdańsk Tech students
The authors of the guide demonstrate that appropriately designed lighting, acoustics, colour schemes and interior layouts can improve comfort, a sense of safety and learning conditions. In the interview, they explain how the idea originated, how architecture can support neurodivergent children and why empathetic design should become the standard. We invite you to read the interview.
How did you come up with the idea of creating a guide to designing ADHD-friendly spaces for children?
The idea emerged from observations we made during a visit to a therapeutic centre. We noticed that the educators were doing excellent work, but they had to contend with architectural barriers, including noise, visual clutter and tiring lighting. We realised that a poorly designed environment can undermine the effectiveness of therapy. As architecture students, we therefore decided to create a practical guide that would help adapt spaces to children’s needs.
Why did you decide, as architecture students, to focus specifically on neurodiversity and the needs of people with ADHD?
The subject is personally important to us because there are people with ADHD in our immediate circles. We are also working with Jagoda, a psychology student diagnosed with ADHD, who contributes an insider’s perspective to the project. Neurodiversity, meaning the fact that every human brain processes environmental stimuli in a slightly different way, is rarely discussed in architecture courses. We want to change this and demonstrate that good design must take different sensory needs into account instead of focusing solely on a single, average user.
What problems in schools, homes and public spaces most often make it difficult for children with ADHD to concentrate, learn and function in everyday life?
The main problems are noise, excessive visual stimuli and a lack of spatial flexibility. In schools, the traditional, rigid arrangement of desks often restricts the need for movement, which is essential for many children with ADHD to maintain concentration. At home, the lack of appropriate organisation can also be a barrier. Overly complicated storage systems can make keeping a room tidy an overwhelming challenge for a child.
Can a space genuinely influence a child’s stress levels, sense of safety and behaviour?
Definitely. Our surroundings are not neutral and continuously affect the nervous system. Poor spatial conditions, such as flickering light or excessive reverberation, can cause persistent tension and irritability in a child. Simple changes, such as improving a room’s acoustics, introducing natural light or providing a view of greenery, can significantly reduce stress and improve concentration. A space designed with empathy becomes a natural source of support in everyday life.
Which elements of architecture and interior design are you planning to analyse?
We are analysing all factors that affect the senses, including acoustics, light intensity and colour temperature, interior colour schemes and the textures of finishing materials. Dividing a room into functional zones is also very important to us. For example, a study area should be clearly separated from spaces intended for calming down and sleeping. We are also studying the ergonomics of furniture that allows controlled movement, such as pouffes or sensory seating. Visual factors are equally important, including what a child sees in front of them while carrying out everyday activities.
How can a balance be found between limiting excessive stimulation and creating a space that is neither monotonous nor overly isolating?
This is one of the most interesting design challenges because people with ADHD may be sensitive to certain stimuli while simultaneously needing stimulation to function effectively. The solution is not to create a sterile and uninteresting space, but to provide flexibility and choice. We are designing a neutral base, such as walls in muted colours, which a child can easily adapt to their own needs, for example by adjusting the intensity of the lighting or using easily accessible sensory furnishings.
What role will parents, psychologists, educators, people with ADHD and other specialists play in the project?
Their role is essential because we want our work to be based on real experiences rather than theory alone. We conduct interviews with parents, speak to psychologists and teachers, and collect data through surveys. This allows us to understand the specific problems they face in everyday life and translate these challenges into practical architectural solutions.
Are there already buildings and interiors in Poland or abroad that can be regarded as good examples of design for people with ADHD?
Yes. Both in Poland and abroad, buildings and interiors are already being designed with the needs of people with ADHD and other neurodivergent users in mind. This approach is currently most developed in office design, where quiet zones, individual workspaces, reduced sensory stimulation and flexible spatial solutions are becoming increasingly common. One good example is the Arup office in Warsaw. Neurodiversity-friendly design principles are also beginning to be applied in residential spaces, although this remains a relatively small segment of the market. It is encouraging, however, that such solutions are also becoming more common in public and educational spaces. Quiet rooms created at Polish universities, including Gdańsk University of Technology, are a good example.
Will the recommendations apply only to new developments, or will the guide also help users adapt existing schools, homes and public spaces at a relatively low cost?
Our guide is intended to be practical and accessible to everyone, which is why we are focusing primarily on low-budget adaptations. We demonstrate how simple changes, such as using suitable curtains, installing closed storage units to reduce visual clutter or creating a quiet corner with a room divider, can significantly improve a child’s comfort. We want to propose solutions that parents and teachers can introduce quickly and without substantial financial expenditure.
What is the significance of participating in the “Universities of the Future” project and receiving support and coordination from the Young Researchers Office at Gdańsk University of Technology?
Participation in the “Universities of the Future” project has enabled us to transform a student idea into a reliable, interdisciplinary research project. Thanks to the support of the Young Researchers Office at Gdańsk Tech, we have received academic supervision from PhD. Eng. Arch. Dominika Wróblewska, university prof., as well as funding for research and the opportunity to reach a wider audience. This is a great distinction for us and proof that our university is keen to support initiatives that combine research with practical social impact.
“ADHD-Friendly Spaces – A Design Guide” is being developed as part of the nationwide “Universities of the Future” project. Activities at Gdańsk University of Technology are coordinated by the Young Researchers Office. The project manager at Gdańsk Tech is prof. Mariusz Kaczmarek, Vice-Rector for Education. The project is coordinated by the National Centre for Research and Development.